To create a modern theory of learning, we need to understand how learning takes place in the brain. This probably seems obvious, but I doubt that many (if any) of you had “brain science” as part your teacher certification. Learning about the brain is fascinating and confusing, and something that everyone in the education field should do. Continue reading
Education is valuable to society—“access to knowledge affords the opportunity to develop capabilities, fulfill human potential and break the heredity of disadvantage” (Burd-Sharps et al, 2008). According to the American Human Development Report 2008-2009, education is linked to better health, a longer life, higher civic and political participation, greater ability to adjust to change, a more robust self-identity, stronger and more extensive social bonds, more stable relationships, and greater personal happiness. Education allows us to develop cures to diseases, advance technology, decrease poverty, etc.—it is not an “end” but rather a “means”, and it is the key to understanding the world around us. That being said, education per say is not what allows us to learn. “Learning and memory are at the dead center of cognition;” they are part of what define us as humans (NP 150). The brain makes education possible. Continue reading
Before Dewey wrote my two favorite pieces of work, The Child and the Curriculum (1902) and Experience and Education (1938), he “worked out the main lines of his philosophy of education while conducting his school”—The Laboratory School at the University of Chicago (Tanner 101). In The meaning of curriculum in Dewey’s Laboratory School (1896-1904), Laurel N. Tanner argues, “Dewey’s educational philosophy cannot be fully understood without a sense of how he tried to test his ideas in practice” (Tanner 101). I’m not sure I completely agree with that statement; however, I do see merit in further exploring his Laboratory School and the lessons that can be learned from it. Continue reading
In 1762, another prominent philosopher, Jean Jacques Rousseau, published his thoughts on education. In Emile, Rousseau, like Locke, also highlights the importance of experience in learning, explaining that all education comes “from nature or from men or from things” (Rousseau, 1979, p. 38). Rousseau believes:
“Early education consists largely in allowing the young child the freedom of its natural activity. Instead of becoming passive by being taught, or resentful by being punished, the child must learn from experience, from seeing the natural consequences of his actions” (Rorty, 1998, pgs. 8-9). Continue reading
Did you know that the philosophical writings of John Locke played a large role in shaping the first education systems in the American colonies? It’s true.
In An Essay Concerning Human Understanding, Locke aimed to “inquire into the original, certainty, and extent of human knowledge” (Locke, 1996, p. 4). He investigated the traditional belief that all ideas are innate, and went on to prove that ideas are in fact not innate, but rather come from either sensation or reflection. Continue reading
If you haven’t read Pedagogy of Freedom by Paulo Freire, I highly recommend it. Paulo Freire’s views on teaching and learning are inspirational, and similar to those of John Dewey who, of course, I am huge fan of.
One of Freire’s key points sounds a lot like John Dewey’s education philosophy —“teaching is not just transferring knowledge” (49). It’s almost comical how many great educational philosophers and academics have said this, because when you look in classrooms, most of the time what you’ll see occurring is exactly what teaching is not—a transfer of knowledge, or more aptly, an attempt to transfer knowledge. Continue reading
Part 4 of this blog series should be on Dewey’s take on curriculum. However, if you’ve read my posts: Experiential Learning and Neurophilosophy and Education, I really cover that subject pretty throughly, I suppose I just got a little ahead of myself because of my enthusiasm for Dewey. I will however provide a brief summary regarding curriculum before I move on to “Drawing Conclusions”. Continue reading
According to Dewey teachers are “the organs through which pupils are brought into effective connection with the material” (Dewey, 1938, L. 121). Dewey recognizes teachers as not only the main communicators of knowledge and skills, but also the enforcers of rules of conduct (Dewey, 1938, L. 121). The role of teachers in Dewey’s ‘new education’ classrooms is still to be a communicator of knowledge and enforcer of rules of conduct; however, the way in which teachers fulfill these roles is drastically different from those teaching in a traditional classroom. Continue reading
For John Dewey, a “participatory democracy is the form of human society that would best enable all human beings to lead long, healthy, active, peaceful, virtuous, happy lives” (Benson, 2007, p. xii). He believes education is the key to creating a participatory democracy and ergo the key to creating the best possible society. In Experience and Education, John Dewey introduces us to the historical battle between traditional education and progressive education. Continue reading
Service-learning is one of my favorite things in education. I think it is one of the most powerful mechanisms for learning, but I also think it is perhaps one of the most misunderstood concepts. For starters, service learning vs. service-learning. Seems silly, right? I mean hyphen, no hyphen…what’s the difference? Continue reading
